Embed Size (px)
Citation preview
0
CAUSES OF STUDENT ABSENTEEISM: A SURVEY OF FOUR LOBATSE
JUNIOR SECONDARY SCHOOLS IN BOTSWANA
A Research Project Presented to the Faculty of Education
University of Botswana in partial fulfilment for the requirements of the degree of
MASTER OF EDUCATION
By
Goitseona Daisy Masogo
May 2015
Supervisor
Dr. M.D. Lecha
1
���������������LIST OF TABLES ..................................................................................................................................................................................................... II
DEDICATIONS ................................................................................................................................................................... iii ACKNOWLEDGEMENT ...................................................................................................................................................... iv ABSTRACT .......................................................................................................................................................................... v
CHAPTER 1 ............................................................................................................................................................................................ 1
1.0 BACKGROUND INFORMATION .................................................................................................................................................. 1
1.1 INTRODUCTION ....................................................................................................................................................... 1 1.2 STATEMENT OF THE PROBLEM ............................................................................................................................... 2 1.3 PURPOSE OF THE STUDY ......................................................................................................................................... 3 1.4 SIGNIFICANCE OF THE STUDY ................................................................................................................................. 6 1.5 LIMITATIONS TO THE STUDY ................................................................................................................................... 6 1.6 DELIMITATIONS ....................................................................................................................................................... 7
CHAPTER 2 ............................................................................................................................................................................................ 9
2.0 LITERATURE REVIEW................................................................................................................................................................. 9
2.1
2.2 LITERATURE REVIEW PER RESEARCH QUESTION .................................................................................................... 9 2.2 SUMMARY OF THE REVIEWED LITERATURE ......................................................................................................... 11
CHAPTER 3 .......................................................................................................................................................................................... 12
3.0 METHODOLOGY ..................................................................................................................................................................... 12
3.1 INTRODUCTION ......................................................................................................................................................... 12 3.2 RESEARCH DESIGN .................................................................................................................................................... 12 3.3 POPULATION AND SAMPLE FRAME ...................................................................................................................... 13 3.4 VALIDITY AND RELIABILITY .................................................................................................................................... 15 3.5 ETHICAL ISSUES ..................................................................................................................................................... 16 3.6 DATA COLLECTION METHODS ............................................................................................................................... 17 3.7 DATA ANALYSIS ..................................................................................................................................................... 17
CHAPTER 4 .......................................................................................................................................................................................... 19
4.0 DATA PRESENTATION, INTERPRETATION AND ANALYSIS ......................................................................................................... 19
.................................................................................................... 19 4.2 RESPONSE RATES .................................................................................................................................................. 20 4.3 RATE OF ABSENTEEISM ......................................................................................................................................... 21 4.4 CAUSES OF ABSENTEEISM ..................................................................................................................................... 24 4.5 SOLUTIONS TO ABSENTEEISM ............................................................................................................................... 25
CHAPTER 5 .......................................................................................................................................................................................... 29
5.0 DISCUSSIONS, IMPLICATIONS AND RECOMMENDATIONS ....................................................................................................... 29
5.1 INTRODUCTION ..................................................................................................................................................... 12 5.2 DISCUSSIONS ......................................................................................................................................................... 29 5.3 IMPLICATIONS ..................................................................................................................................................... 29 5.4 CONCLUSIONS ....................................................................................................................................................... 30 5.5 RECOMMENDATIONS ........................................................................................................................................... 31
REFERENCES ................................................................................................................................................................................ 32
2
List of Tables
Table 1 Study participants
Table 2 Cross tabulations between gender and age of respondents
Table 3 Gender distributions: student distribution by sex
Table 4 Prevalence of student absenteeism
Table 5 Correlation between dwelling and rate of absenteeism
Table 6 Factors relating to being absent
Table 7 Descriptive statistics on reasons for not coming to school
Table 8 Drugs as a cause of absenteeism
Table 9 Teachers in agreement that absenteeism can be reduced
List of figures
Figure 2 Rate of absenteeism
Figure 4 Punishment as a solution to absenteeism
Figure 5 Teachers who discipline students for absenteeism
Figure 6 Ways of curbing absenteeism
3
DEDICATIONS
This piece of work is dedicated to my Dad, the late Mr. Anthony Kefitlhile Masogo, who was
affectionately known as Find The Ball . I know how proud of me you would have been, when you got to
see this. I miss that hearty laugh of yours.
May your soul rest in eternal peace Monkey!
4
ACKNOWLEDGEMENTS
My utmost appreciation goes to my supervisor, Dr M.D. Lecha. I do not know where you summoned the
patience to deal with me. Your guidance and unending support has really motivated me throughout.
Enormous gratitude goes to you Mr. K.Mathabathi, at the Ministry of Education and Skills Development,
who encouraged me and gave me the necessary resources to complete this research essay. I also extend
my gratitude to the South Sub-Regional office of the Ministry of Education and Skills Development, who
permitted me to carry out research in their region.
I am grateful to the School Heads in the four Junior Secondary Schools of Lobatse; Pitikwe Junior
Secondary School, Letsopa Junior Secondary School, Itireleng Junior Secondary School and Ipelegeng
Junior Secondary School, for having allowed me to turn your institutions upside down in search of
knowledge. My sincere appreciation goes to the School Head, the Biology Department and the Computer
Studies Department in Lobatse Secondary School, for giving me the time and the support, to see this
research essay through.
I am humbled by your believe in me Mum. Thank you Diane Cynthia Masogo, you made it possible for
me to be where I am today. To my son Laone Zee Masogo, I really appreciate what you have turned me
into, you push me to aisles I never thought I am capable of reaching. You two are my all time inspiration.
I am also grateful to my family and friends who encouraged me throughout the tumultuous times I went
through during the entire course.
Thank you!
5
ABSTRACT
The more absences a student accumulates, the less he or she can be expected to adequately partake in and
comprehend classroom activities. It is apparent that high rates of student absenteeism are a problem that
extends much further than the school. When asked for reasons behind it, the students normally give
reasons that would be plausible and be taken as the truth by those in authority. Nevertheless the purpose
of the research essay was to establish the causes of absenteeism in Junior Secondary School students in
Lobatse. The sample included 120 Junior Secondary School students in the age range 12 to 18, from four
secondary schools, Guidance and Counselling teachers, Heads of Departments, Deputy School Heads
and School Heads.
A survey research design was used as the operational framework, where data was gathered through
questionnaires given to students and to the teaching authorities in lower ranks and oral interviews
conducted with the School Heads and their deputies. Data analysis involved the use of descriptive and
inferential statistics. The findings revealed that the teachers had considerable knowledge of the
characteristics of students who habitually absented themselves as well as the reasons behind the
behaviour since they dealt directly with the respondents. The officers in high posts tackle the issue from
a managerial level and normally delegate lower ranking teachers to deal with the problems of
absenteeism. The age and gender of the students did not in any way reveal any correlation with
absenteeism, nor did the use of drugs like alcohol and tobacco, but the students cited trouble at home as
the major cause for their absenteeism. This research essay contributes to our understanding of the
influence of different social factors towards student absenteeism
address of unscheduled absences. The study recommends that school authorities should enforce policies
on absenteeism and make thorough awareness of the repercussions of absenteeism, to both the students
and their parents or guardians.
Approved by: __________________________________________
Supervisor
6
Chapter 1
1.0 Background information
1.1 Introduction
It is an assumption that all public schools strive for a common goal, provided that they are in the same
country and they are catered for in a similar manner by the national government. That common goal is to
produce students of a high calibre and to have outstanding academic results. Educational institutions are
therefore supposed to mould the students, to cultivate in them a sense of ownership of their learning in
order to yield better results. Lefrancois (2000) augments this by saying that the great purpose of the
school is to develop decent, worthwhile citizens. However, the practicality and the outcome are not as
expected. As there is always a preamble to the ultimate result, there are serious underlying discrepancies
that make the differences in achievement of this common goal. The calibres of students who come in
from feeder primary schools as well as the type of leadership that manages the school create these
differences.
Students often display defiant behaviour. This behaviour has made me develop keen interest on it and
hence the intention to find out what the core of the problem is. From discussions with teachers in
different schools as well as my own observations, I gathered in particular that there is extensive
absenteeism amongst students in Botswana. This is done by skipping some lessons during the day,
skipping a whole day or not showing up at school for several days. This problem dilutes the role of
teaching since one cannot teach those who are absent. When students are absent from school, arrive late,
or cut class, they reduce their opportunities to learn and miss on critical content planned for the time.
Absences are also highest in the earliest years of school most critical for developing foundational skills
like reading (Carlifornia Department of Justice, 2014).This is further emphasised by Taylor and Ryan
(2005) that regular attendance at school is essential if pupils are to learn and keep up with lessons.
Absenteeism is a concern as it leads to the academic performance of the child going down, ultimately
leading to the decline in the overall school performance.
Absenteeism is one of the indiscipline aspects in schools. Abosi and Kandjii-Murangi (1995) say the
state of indiscipline in a school may be confined to some undesirable and aberrant behaviour such as
disobedience, drug abuse, absenteeism, cheating especially in examinations, continual lateness and so
on. As I consider absenteeism to be an aspect of indiscipline but also being withdrawal behaviour in
students, there is need to explore the situation as well as the personal factors that compel junior secondary
7
school students to display this behaviour.
1.2 Statement of the problem
Across the country, the Botswana Ministry of Education provides attendance registers to be recorded for
every student each morning by the teachers designated as class teachers or form teachers. For each
lesson, attendance is also recorded in small booklets kept by the class prefect or the class monitor. These
booklets are tools designed for internal policies within schools, and are not necessarily from the Ministry
of Education, but they assist the school register as they reflect attendance during lessons. Provided these
two tools to
school and throughout the day during lessons. One other policy employed is to have students report to the
Head of House (HOH) if they require permission for absence. Despite all these measures in place,
students continue to unlawfully absent themselves from school.
The prevalence of this problem is shown by extensive dodging of lessons, truancy and chronic
absenteeism. Truancy refers to students who have repeated, unexcused absences; chronic absenteeism
refers to students who repeatedly miss school for any reason (Child Trends Databank, 2014). The
magnitude of this problem is quite serious, mainly from a perspective whereby the students habitually
absent themselves without proper approval of appropriate school authorities. In Botswana Public Schools
attendance is compulsory but students rebel against the set rules nevertheless. They are supposed to be
marked off the register when they go for twenty one consecutive days without attending. The students are
well aware of this requirement such that they keep their absenteeism below twenty one days so that they
are not deregistered for absconding. Again the students know about the conflicting rule from the pastoral
policy that says they have to be brought back from the streets when they abscond from school. This
pastoral policy rule disregards the number of days the students have stayed
without attending. This means students can absent themselves indefinitely and still be kept in the school
records being free to return to school whenever they choose.
Absenteeism is one of the serious issues that prevail in the country nowadays since this problem does not
isolate gender; both boys and girls do it. It is also rampant across the streams, that is, it affects all forms
(from form one all the way to form three). Since these students are of different ages, it means absenteeism
covers all age groups at Junior Secondary School level.
8
There are school rules in place, but the students defy them, bringing disorder to classrooms and to
Taylor and Ryan (2005), go on further
to say tackling indiscipline and poor behaviour are the essential steps in restoring order to any school.
Absenteeism is a problem because it is against the school policies; it is considered some form of
indiscipline students can be very difficult to control. They would tell whoever tries to put them in line
that they are not their parent and hence they cannot tell them what to do and what not to do. At the same
time, some parents come to schools on occasion to plead with teachers to instil discipline in their
children.
Despite the effort the government is doing to provide basic education for everybody and contrary to what
provision of educational opportunity at the junior s
utilise this opportunity. When one is truant she/he cannot be as productive as someone who did not miss
any lesson. After failing in their studies, the students loiter around in the streets, ultimately becoming
social problems like bearing children at early ages or engaging in criminal activities such as thieving and
substance abuse. This goes against one of the an educated
and informed nation . The pillar stat
(Vision 2016). Absent students deny themselves the
quality education that the nation strives to achieve. Since in the end it affects the country, it shows that
the magnitude of this problem is quite large and it has bearings on the future. The students fail the
will lead to higher quality of human capacity and productivity, leading to a better quality life and
Federation of Trade Unions, 2007)
If no solutions to the problem of absenteeism are sought for the school, authorities will no longer have
a say in the goings on in schools, the students will rule the roost and drive educational institutions to
disarray. The quality of education obtained in schools will also lose value, making it very difficult for
the country ho engage in the practice will grow up to be
irresponsible and rebellious and without regard for order or authority.
1.3 Purpose of the study
to stakeholders in education (parents, teachers and Education Officers) of the causes and extent of
9
truancy in students. Just as Taylor and Ryan (2005) purport, with any school you have to diagnose
carefully what the problems are before you can tackle them, it will therefore put these stakeholders,
particularly teachers, on a pedestal above the students, so as to curb absenteeism in its infancy and to be
able to deal with it as a problem when it occurs. The study will get to the bottom of the problem and give
answers as to why the students absent themselves. In other words, its aim is to give the reasons behind
student absenteeism. This research projec
point of view. The other purpose is to give the readers a true picture of how large the problem of
absenteeism in our schools is. It explores the extent to which absenteeism is prevalent in some schools in
Botswana.
This research critically explores dimensions on absenteeism so as to come up with numerous ways of its
reduction, and this will be through giving answers to questions of exactly what factors lead to
absenteeism and how established it is. Truancy is not just a problem for the students who miss vital
lessons, it is also a sign that the school is not succeeding in its purpose. Those who will benefit as well are
the schools pastoral systems as they will be empowered with awareness of the causes eminent in the
affected individuals; hence they will be on a better position to identify potential cases and to manage
students well, more especially those who are stubborn.
administrative authorities will be given a chance to focus on matters pertaining to their job description
instead of wasting some of their time chasing after truant students. Often enough teachers are held to
blame for not producing good results, yet little attempt is made to understand the problems which face the
schools. As this study will give answers to that, those in authority will better understand the real reasons
behind this problem and act towards its resolution.
The long term result to be yielded by this study is that the school system will improve; this includes the
way the students conduct themselves, the running of the school and overall results in academics as well,
Ultimately this will offer a better livelihood to the students themselves and create a more
knowledgeable and informed society better equ .
In effect it will be aimed at improving the education system we have, since schools still need to keep an
eye on their main purpose. This purpose is to build well educated, rounded and active citizens who can
support themselves and their families during the course of their lives. On scanning the available
literature, the realisation is that there is not much done in Botswana on this issue and so this research
project seeks to provide information that will help other schools facing the same problem elsewhere. It
10
will also extend the boundaries of existing knowledge on this issue in the country. The study will fill in
the gaps that have been left by other researchers in dealing with absenteeism. This research project seeks
to add to the limited data base the country has on absenteeism.
Since absenteeism can be viewed from a very large angle, the focus will be on the type of absenteeism
that is not authorised. The researcher will also isolate the kind of students who engage in this type of
behaviour. People are diverse in nature, and every individual is unique, but there are certain things that
pull them together and make them act in similar ways. If at all there is another category that can explain
the
by this piece of writing.
If absenteeism is not stopped or controlled, it will continue from year in to year out, this kind of
behaviour will therefore perpetuate itself through to different students who will be coming into junior
secondary schools from primary schools. The students will continuously miss out on instruction that
could help them in doing well academically hence finding better positions in the world of work. Class
attendance, I believe is the necessary pre-requisite to preparation for joining the national production
lines. This is where one is able to sustain his/her life through earning a salary or generating income that
will help them and their families. This also reduces the crime that is in the country as one will be self-
reliant.
Objectives of the Study
To establish the extent to which absenteeism is prevalent in junior secondary schools in Lobatse
To investigate the causes of students absenteeism in junior secondary schools in Lobatse
To investigate perceptions of teachers and school administration on possible solutions to the
problem of absenteeism
Research Questions
The study therefore seeks to address the following broad research questions:
To what extent is absenteeism prevalent in Junior Secondary Schools in Lobatse?
What are the causes of absenteeism in students at Junior Secondary School level?
possible solutions to the
problem of absenteeism?
11
1.4 Significance of the study
The contributions this study will make are to the guidance and counselling department in schools as
they will be able to better deal with the truants from a more knowledgeable perspective. The
management will also be made aware of the ways to discipline existing culprits. As it is usually the
case, students who play truant are reprimanded somehow, and in some instances several forms of
punishment, including corporal punishment, is even administered. The important thing is to have the
punishment. The administrators could pick up leadership styles that could actually work with
adolescents and in view of the other problems that are sociological. That is why my study is based on
absenteeism, which is a great contributor to other problems. When absenteeism is addressed, it will
definitely reduce some other problem issues.
When those in charge of the school are the ones dealing with this problem, it will ease the burden off
teachers and they will give more attention to the core business in their designated job. It is very taxing
to have teachers pulled out of class just to solve cases of indiscipline. The teacher is required to
produce documents of evidence of planning for lessons. These lesson plans are made with reference to
class and time. If the teacher leaves the class or takes time from class to address issues, the plan is
disrupted.
also affect the ability of teachers to improve the academic achievement of students in their classes. The
solution to the problem would greatly influence educational practices. Diminishing the problem will
make a huge difference in classes as well as in the development of policies and their subsequent
implementation. At home, the parents will be rest assured that the children they raise will be
responsible people during their school years and after.
1.5 Limitations to the study
There are some challenges that the study could face once permission by the regional education office and
the School Head, to have the documents be accessed for the purpose of the study is granted.
1. Locating the students who are prone to absenteeism.
There is no guarantee that when the researcher arrives at their institution, they will be present.
The time the students decide to attend is totally dependent on the students themselves therefore
prior to consultation with them; another person may not know when to expect their attendance.
12
2. Relying on word of mouth alone may not give a true picture.
The students are very well aware that they are not supposed to absent themselves unlawfully
therefore when questioned about their absenteeism they may give answers that are on the defence
of their behaviour or they could try to justify themselves.
3. Cooperation of the students who will be interviewed.
The students could not be willing to share information or to trust that the information they give
will be treated confidentially.
4.
There is also the assumption that the students will be able to fully express themselves, if that is
not the case, relevant information will be left out. This could be a challenge since some students
are able to move to junior certificate level with dyslexia and lack of reading and writing skills.
5. The programmes of the different institutions under study
There may be difficulty in accessing the students to be studied because the schools do not always
run at similar times and are sometimes disrupted by extracurricular activities. Each school makes
its own timetable, as long as the working hours of the staff fall within the eight hours of work that
has been set by the Government of Botswana to cover all its employees. Policies made by
different schools are entirely internal, for instance, the times each school decides to administer
their monthly tests often differs except in cases where the schools have clustered themselves to
have common testing and common schedules. Even in the case of clustering there may be issues
affecting adherence to the set standards like currently there is an acute shortage of water that
compels the schools to allow the students to go home after the last lesson of the day and not to
attend afternoon studies as was done in the past. For most Junior Secondary Schools in Botswana
lessons end before lunch time, it is assumed that those in Lobatse have also followed suit.
Nevertheless, if proper records are kept in the form of registers (provided by the Ministry of Education,
South Region), information on those students who have absenteeism tendencies is bound to be evident.
13
1.6 Delimitations
The self-imposed limitation to this study, were time constraints. As a part time student, having the
freedom to allow total time to the study was impounded on by work demands. This narrowed down the
chances of carrying out further follow ups when needed. It was not always a guarantee that leave of
absence from work (for prolonged durations) will be authorized. This study was hence done under very
challenging circumstances.
Without a sponsor to take care of the financial needs, scraping for materials such as stationary and
transport was also a constraint. In comparison, this was not the case with full time students or
government sponsored students or those given financial aid by private companies.
Gaining access to the school registers also proved to be a challenge as the leaders of institutions felt they
could
differed, making it difficult to adhere to schedule. Some schools use afternoons for study while others
engage students in remedial lessons, sporting activities as well as writing tests. Getting in contact with
the students was at times a difficult task when their schedule was too tight. Break time is time allocated
for meals, and it is also limited; on average it is thirty minutes for tea break and an hour for lunch. With
the eight hours of work set in schools nowadays, the utilisation of the eight hours varies according to
schools. Some schools go up to eight periods (with each period having duration of forty minutes) before
their lunch break, whilst others prefer to break off for lunch at period six and have the last two periods
after lunch.
14
Chapter 2
2.0 Literature review
2.1 Introduction
This chapter seeks to review the literature
background factors. It seeks to establish what relationships exist between these variables and the
subsequent behaviour of students absenting themselves.
2.2 Review of literature per research question
The study was carried out by Baker, Sigmon and Nugent in the United States of America in 2001 relates
to the three research questions in this study about the rate, the causes and solutions to the problem of
their emphasis was to
include disciplinary measures on absenteeism, by using the Office of Juvenile Justice and Delinquency
Prevention (OJJDP).
et al 2001). They carried out descriptive
long-term studies in schools in three cities for more than ten years. The data they collected was from
authorities who monitor attendance in schools, namely, the school attendance clerks and other school
authorities. These were deemed the programme implementers. One aspect of the research study that
struck as uncanny is the variables that have been brought into consideration are almost similar to the ones
pertaining to the Botswana situation. These variables are family factors, school factors, economic
influences and student factors all encompassed in the community factors. What the researchers found out
was that high rates of absences were in public schools in the inner city and that the rates of absenteeism
related with poverty. They got to the conclusion that poverty was a factor, from the premise that in public
schools the students are fed as opposed to bringing their own lunch. The study found out that absenteeism
was not gender stereotyped though, as both the boys and the girls, more especially around the age of
fifteen, occasionally played truant. In the conclusion they came up with, they viewed truancy as leading
to juvenile delinquency, hence the role of the OJJDP. The juvenile system served in cases where the
truancy or
failure to complete the diversion programmes (Baker, et al, 2001).
15
A study called ttendance was conducted in 2004 by Jennifer Railsback. Ideally, as
would this study, Railsback employed interviews and surveys administered to students to obtain answers.
The school staff also engaged in action research and had focus groups with the concerned students. The
idea of action research would not be ideal in this case as there are several schools under survey. In the
Railsback study there was the use of external organisations for conducting surveys. Data was obtained
from the records kept by the School Success Profile (SSP). The SSP is an organisation that is government
based, endorsed by the National Dropout Prevention Centre in America. Since such centres do not exist
in Botswana, only individual based research can be done to conduct this study. The SSP gives
information on the feelings and attitudes of students towards their schools, school authorities, rules that
govern them and most importantly about their attendance.
absenteeism in students at J Railsback (2004) puts forward the idea that
before deciding what strategies to use to increase attendance, it could be beneficial to look at the reasons
why students do not attend school as well as why it is difficult to retain them in school. In the study she
identified several factors as family background and relationships, past school performance, personal
characteristics and neighbourhood characteristics as causes of absenteeism/failure to attend school.
Issues on family background reasons included impoverished home conditions, where the students lived
in squalor with their guardians or parents; who could not care less whether the students attended school
or not. On a large extent this included lack of child supervisi
studies, frequent home relocations due to lack of proper care by the guardians or with the parents moving
from time to time because of job related matter.
challenged, hence lacking the motivation to attend. In the study, students also had negative things to say
with their individual rat ack, 2004). Some students viewed lessons as boring, did
not find classes challenging enough and could not work and go to school at the same time, so they
preferred to earn money instead of go to school.
What do the
view as possible solutions to the problem of absenteeism?
truancy and dealing with whoever was to blame. If the students were the culprits then
ample counselling be given to the students so as to change their attitudes and ultimately their behaviour
16
academically challenging and personalised env The
ways in which to carry this out were mentioned as having counselling sessions with the students to allow
them to verbalise their feelings and concerns, and to identify aspects of school that they enjoyed.
Subsequently the school would reward the students for good attendance. The school would also cultivate
caring relationships and mentoring which would make the student feel good about attending school.
2.3 Summary of the reviewed literature
The Baker was carried out over a very long period as compared to this study.
Discrepancies are bound to be present when there is extended monitoring and when there is only a short
time given for research. Although having covered a lot of factors that relate to the Botswana situation
their study has a part that is arguable; the researchers cite a number of consequent behaviours that they
purport to be resulting from absenteeism in schools. They alluded to reasons such as substance abuse,
teenage pregnancy, marital problems, adult criminality and incarceration. My point of view is that the
above mentioned problems are too far-fetched as they include so many factors leading to them. For
e opposite sex, her lack of information
regarding sexual matters, her recklessness, peer pressure, lack of parental control; just to mention a few.
I therefore fail to see the correlation with school absenteeism.
In the Railsback study, the author noted
effective strategies for increasing it are not ). In agreement with my study,
Railsback pointed out that the first step for the schools to deal with this issue was to determine the
reasons for absenteeism. On the overall she identified several strategies that are used or can be used, but
she was against the idea that they be used in isolation, rather apply a combination of them to be able to
curb absenteeism. My view is that utilising too many strategies all at once needs a lot of time and lots of
personnel employed just for that, with the current layout of the schools in our country where the economy
cannot sustain even the teachers themselves, such interventions are still implausible. The Railsback study
also focussed on the students alone to give the entire information, all the stakeholders must have a chance
to air their views, which is why the study at hand would include the teachers, Head of Houses, Deputy
School Heads as well as the School Heads.
17
Chapter 3
3.0 Methodology
3.1 Introduction
Out of several ways of carrying out a research study and bearing in mind that there is no single or
prescribed format, the researcher has to ensure that the method selected for collecting data is the one
suitable for the study. This enables the researcher to identify and explain relevant relationships between
facts. Quantitative methods are appropriate when variables to be used and/or examined are clearly
defined and numerical data is present whereas qualitative approaches probe beneath the surface of events
to elicit the meanings, interpretations and explanations deeply buried.
3.2 Research design
A descriptive survey was chosen as the design for this study; this design takes into account both
approaches within the same piece of research, but it is often advantageous t et al,
2003).
According to Cohen and Manion (1994) descriptive surveys aim to describe the nature of a situation at a
particular time. A survey attempts to critically analyse the objectives to be achieved and reflects on the
type of knowledge to be obtained, that is to describe, explain and understand the phenomena in the frame
of the perspective chosen. In this design interviews are conducted on a sample of people selected to
accurately represent the entire population being studied. Everyone interviewed is asked the same series
of questions, then the responses are organised so as to draw conclusions from them. Interviewing gives
people a voice through the research process itself, hence the method is quite inclusive. Bryman and
Burgess (1994) maintain that a survey allows flexibility in choosing research methods so as to utilize a
wide range of methods to answer various questions in the process. He further argues that strict and rigid
adherence to any method for the researcher becomes like confinement in a cage. In this evaluation a
survey approach allows the researcher to triangulate various qualitative and quantitative data during
evaluation in trying to understand the perspectives of both the students and those in authority, namely the
different cadres of teachers.
needs to be supplemented with quantitative methods, and vice versa, in order to reveal different learning
from the research (Ulmer & Wilson, 2003). There is a need for both quantitative and qualitative
research strengths complement the weaknesses of the other.
18
The use of multiple data collection instruments in this study is deemed appropriate as it enquires broadly
on the area of interest (Creswell, 2003). Both qualitative and quantitative data collection instruments will
help in triangulation and it brings representative responses from the participants and this assists in
making proper recommendations about the causes and solutions to absenteeism in Lobatse Junior
Secondary Schools in Botswana.As it is done in surveys, the information sought is the only one that
should be obtained. This, according to Saunders et al (2003), ensures reliability of research findings and
allows generalization. For this research study there was document analysis to identify students to provide
the data. Questionnaires were administered as well as oral interviews.
3.3 Population and Sample frame
A population is a group of people from which the sample is drawn. In this study the population was the
four schools in Lobatse comprising of students, guidance and counselling teachers and the school
administration personnel in all schools to be involved in this study, making a total count of one thousand
nine hundred and eighty eight (1988). The sample for this study was characterised by the students
involved in absenteeism, all Guidance and Counselling teachers, the Head of Houses, the Deputy School
Heads and the School Heads who deal with absenteeism cases over a period of time, in the
aforementioned Junior Secondary Schools. The sampled subjects possess rich knowledge in the
processes and activities that involve absenteeism in schools. The total sample for this study is one
hundred and thirty eight(138) participants; comprising of one hundred and twenty (120) students, four (4)
Guidance and counselling teachers, six(6) Head of Houses, four (4) Deputy School Heads, and four (4)
School Heads as indicated in table 1.
19
Table 1: Study participants
Participants Population Sample
Form 1 Students 685 40
Pitikwe Junior Secondary School 202
Letsopa Junior Secondary School 172
Itireleng Junior Secondary School 164
Ipelegeng Junior Secondary School 147
Form 2 Students 671 40
Pitikwe Junior Secondary School 167
Letsopa Junior Secondary School 160
Itireleng Junior Secondary School 150
Ipelegeng Junior Secondary School 194
Form 3 Students 614 40
Pitikwe Junior Secondary School 181
Letsopa Junior Secondary School 155
Itireleng Junior Secondary School 125
Ipelegeng Junior Secondary School 153
Guidance and Counselling Teachers 4 4
Heads of Houses 6 6
Deputy School Heads 4 4
Schools Heads 4 4
Totals 1988 138
Teachers and Senior Management Team
Purposive sampling is used to select the Guidance and Counselling teachers, Head of Houses, the Deputy
School Heads and the School Heads to participate in this study. (Refer to table 1, above).Convenience
sampling is used in exploratory research, where the researcher is getting an inexpensive approximation of
the truth. As the name implies, the sample is selected because they are convenient and they possess ample
knowledge about absenteeism, which is being studied here. In this case, normal random sampling is not
20
quite appropriate because with students, it is not the entire population that engages in absenteeism. With
regards to teachers, there are certain teachers who are specifically designated to deal with such issues as
the one in the study. In most instances one finds that teachers in lower ranks can deal with absenteeism as
class teachers, who will be the first to notice the absence of the student in the morning at registration, and
subsequently, so will the subject teachers the student is due to meet for that day. Teachers in low ranks
the guidance
office or to senior management.
Students
The sampling procedure used in selecting students is stratified random sampling. The first stage of
sampling is to get information from inadvertent sources, in the name of school registers, from all streams
(form one, form two and form three). Bell (1999) defines inadvertent sources as those used by the
researcher for some purpose other than that for which they were originally intended. After a list of
students has been sorted out, considering that it is not the entire population of students who can take part
in this study. The researcher will identify those who habitually miss school and place them according to
streams. From each stream, students will be randomly selected (simple random sampling) to pick a total
sample of one hundred and twenty (120) students, that is, thirty (30) students from each school, to
participate in the study.
3.4 Validity and reliability
For validation, the logistics on sampling as well as the instruments to be used for data collection were
discussed by the researcher and the supervisor, with recommendations on how big the sample size to use
being the core of the discussion considering the amount of time there was left to complete the work and
the resources needed to be used in the study. All these were looked at bearing in mind that the objectives
and outcomes of the study were not to be compromised in the process. The external validity was also
considered, that is, to ensure that enough data was collected such that the results of the study could be
generalised to other people other than the participant of the study.
Another method used in the study for validation purposes is triangulation of data collection instruments
as mentioned in the research design. The concept of triangulation dictates that the researcher uses
multiple methods for collecting and analysing data, so that all sources converge on facts (Miles and
Huberman, 1994). This study has triangulated qualitative data sources such as interviews and
quantitative sources in the form of survey questionnaires.
21
Reliability analyses measures how consistent a test or instrument is across items (Von Cranach, 1988).
The easiest type of reliability to obtain is internal consistency reliability, because this type requires
administering and scoring a test or survey only once. The basic principle in underlying internal
consistency reliability is that all of the questions or items that are supposed to measure something should
be related. A test or survey should not just be a set of unrelated questions, reliability of the test
instruments gives the guarantee that the results will be statistically significant and will give a true and
accurate record. After administration, the instruments will be coded and entered into SPSS, that is,
Statistical Package for Social Sciences. Cronbach reliability coefficient will be computed for each item
at a set reliability value. If the output gives a value that is greater or equals to 0 .7, the item will be
regarded acceptable. 0 to 1, the closer it is to 1.0
the greater the internal consistency of the items in the scale.
3.5 Ethical issues
Being vested the authority by the Ministry of Education and Skills Development, as leaders of the
institutions, the School Heads have control over their institutions; hence they have the responsibility to
give the researcher consent to carry out the study in their territory. They have the powers to give the
researcher access to the setting, with the assurance that the information obtained from the study will be
used for the reason stated, as for the purpose of attaining a Master Degree in Education from the
University of Botswana. Data collection schedule was also discussed and agreed upon with those in
charge of the schools.
The participants needed to be given the assurance that the information they divulge was to be used for
research purposes only and will not be published or used in a way that will reveal identities or cause
embarrassment or harm to them in any way. Bell (1999) maintains that it is best to ensure confidentiality
as well as anonymity. At the same time, despite all these being taken into consideration, one should
neither compromise the standard of the research nor its validity and reliability. The results obtained need
not be changed from general to particular, more especially in cases like the one at hand where there is
only one officer at a particular designation, where it is easy to find the identity of the participant.
22
3.6 Data Collection Methods
The main data collecting instruments for this study were interviews for the senior management and
questionnaires for the teachers and students. Interviews enable the researcher to collect views,
expressions, feelings and attitudes towards the issue of absenteeism in schools. Cohen and Manion
advantage of interviews is its adaptability to allow an interviewer to follow ideas, probe for responses and
investigate motives and feelings which a questionnaire cannot capture (Janesick, 1998). The interviews
used were neither completely structured nor completely unstructured. Bell (1999) says the loose structure
is to ensure all topics which are considered crucial to the study are covered and to eliminate some
problems of entirely structured interviews.
To complement the interviews, the researcher used a questionnaire (with close and open ended items) to
developed based on an analysis of the quantitative needs of the research questions of the study, that is, to
determine what is needed to answer the questions of the study. A questionnaire is a commonly used
research instrument in survey research designs. It is used to make data collection easy and less time
consuming and it has the potential of covering large samples. The questionnaire items were formulated in
a Likert-type scale, a rating scale to make responses simple and quick. A five point Likert scale on
agreement was developed for a given set of questions. All that the participants needed to do was to put a
tick in the box most appropriate to their feeling.
3.7 Data Analysis
The information obtained from the survey has to be analysed so that at the end of the day it makes sense
to the reader. According to Yin (2003) data analysis consists of "examining, categorizing, tabulating,
testing, or otherwise recombining both quantitative and qualitative evidence to address the initial
propositions of a study" (p.109). In general, data analysis means a search for patterns in the data collected
(Neuman, 2005). He further states that once a pattern is identified, it is interpreted in terms of a social
theory or the setting in which it occurred and that the qualitative researcher moves from the description of
a historical event or social setting to a more general interpretation of its meaning.
23
The data from questionnaires were coded and entered into a statistic package called SPSS (Statistical
Package for Social Sciences) and computed to find relationships, correlations and association between
variables. The data from questionnaire that is in the form of ordered categorical data was represented in
descriptive statistics in the form of graphs and tables. Each of the five responses was assigned a value
which was used to measure the Likert item under investigation. Qualitative data from interviews was
grouped according to the themes that kept on recurring and thematic content analysis used to analyse the
data. The thematic content analysis though time consuming, allow the information obtained to be
interpreted as it is without distortion and more expressions will be captured and represented verbally
(Babbie, 1990).
24
Chapter 4
4.0 Data presentation, interpretation and analysis
4.1 gender and age distributions
Part of the demographic information that was required from the students was their ages and gender. The
results were placed according to Table 2 below.
Table 2: Cross tabulations between gender and age of respondents
Distribution
12 13 14 15 16 17 18 8 9 Missing Total
Gen
der
Girls 1 11 17 16 12 4 2 0 0 0 63
1.6% 17.5% 27% 25.4% 19% 6.3% 3.2% 0% 0% 0% 100%
Boys 0 5 13 12 13 1 0 1 1 0 46
0% 10.9% 28.3% 26.1% 28.3% 2.2% 0% 2.2% 22% 0% 100%
Missing 0 0 1 0 0 1 1 1 0 1 5
0% 0% 20% 0% 0% 20% 20% 20% 0% 20% 100%
Total 1 16 31 28 25 6 3 2 1 1 114
0.9% 14% 27.2% 24.6% 21.9% 5.3% 2.6% 1.8% 0.9% 0.9% 100%
The table indicates that among the sampled students the highest number of students ranges between ages
14 to 16 years of age, making 71.4 % of the total. This shows that the students in the study are around
teenage years. At the level of Junior Secondary School, the majority of students fall between the ages 14
and 16. Fewer students would be below this and above this. Some students are able to enter at an early
age if they had skipped a standard, but this is on a rare occasion. Some students on the other hand would
be above this age if they had dropped out of school before and have entered the school as re-entries or if
they had started school later than the recommended age.
25
Table 3: Gender distributions; Student distribution by sex
Schools % Male % Female % Missing
Pitikwe 40 60 0
Letsopa 43.3 43.3 13.4
Itireleng 48.1 51.9 0
Ipelegeng 29.6 66.7 3.7
Total 55.3 40.4 4.3
What is indicated in Table 3 is that there were approximately as many boys sampled as girls in the study.
This could be an indication that boys and girls in Botswana had equal opportunity of being selected in the
sample. Pitikwe had 220 pupils (40%) of its sampled pupils being males and 330 pupils (60%) being
females. Letsopa had 209 pupils (43.3%) males and females respectively. Itireleng had 211 pupils
(48.1%) of its sampled pupils being males and 228 pupils (51.9%) being females. Ipelegeng had 146
pupils (29.6 %) of its sampled pupils being males and 329 pupils (66.7%) being females.4.3% of students
did not indicate whether they are boys or girls,13.3% of these were from Letsopa while 3.7% were from
Ipelegeng.
4.2 Response rates
Figure 1: School Heads, teachers and students response rates
The study targeted 4 School Heads, 4 Deputy School Heads, 4 Head of Houses and 4 Guidance and
counselling teachers, making it a total of 16 school authorities. From Table 1, the data shows that
0
10
20
30
40
Pitikw e Letsopa Ipeleng Itereleng
Schools
Teachers
Students
School heads
26
students and the school personnel from the four schools had equal chances of participation in the
study.65% of the sampled school personnel participated in the study. Some of the school authorities
chose not to participate, for most part, the School Heads would rather delegate their immediate
subordinates to take part in interviews. Even though they had given the go ahead for the study to be
undertaken in their institutions, they themselves chose not to take part. Some of the authorities were on
leave for the duration of the study and hence they could not be reached for comments. Only one out the
four schools had the entire selected personnel responding to the interviews and questionnaires. The other
factor that led to a reduced number of respondents was that the schools sizes differed. Pitikwe Secondary
School and Letsopa Secondary School each has two Head of Houses as compared to Itireleng Secondary
School and Ipelegeng Secondary School which have only one Head of House each.
The number of Head of Houses corresponds to the number of students in each school, the less the number
of Head of Houses, the less the students. Itireleng Secondary School and Ipelegeng Secondary schools
had fewer students than the other two schools. Out of the 30 students that were selected from each school
only two of the schools had a hundred percent of the selected students responding to the questionnaires.
The other two schools could not make the selected sample. In trying to balance the gender of the students
and their form, this was also not practical as in some schools one of the sexes dominated in absenteeism
and in some schools it was one form which dominated in absenteeism. At the end of the day, from the
selected 120 students, 114 managed to participate, making it 95% of the desired sample.
4.2 Rate of absenteeism
Figure 2: Rate of absenteeism
Strongly agree
Agree N eutralD isagre
eStrongly disagree
Teachers 11.1 11.1 22.2 22.2 33.3
Students 27.2 28.9 39.5 0.0 4.3
05
1015202530354045
27
Figure 2 shows that the students and the teachers disagree about the rate of absenteeism in their schools.
A large number of students (56.1%) indicated that the rate of absenteeism in their school is high while the
teachers, (55.5%) indicated a disagreement. This might show that the understanding and perceptions of
absenteeism between teachers and students differs.
School Heads and Rate of student absenteeism
Table 4: Prevalence of student absenteeism
Little Moderate Lots Totals by
row
1 1 2 4
Column totals 1 1 2 4
Table 4 above shows that the School Heads on the other hand shared the same view with students and
concurred that, yes indeed the rate of absenteeism is high (50%).
Table 5 Correlation between dwelling and rate of absenteeism
Alw ays absent Dw elling
Alw ays absent Pearson Correlation 1 .360**
Sig. (2-tailed) 0
N 114 114
D w elling Pearson Correlation .360** 1
Sig. (2-tailed) 0
N 114 114
**. Correlation is significant at the 0.01 level (2-tailed).
In order to determine if the dwelling place of the student has any relevance to his/her absenteeism, the
students were asked about their dwelling places. A majority of the students come from areas around their
schools. For instance, most students at Pitikwe JSS live in Pitikwe, most from Letsopa JSS are from
Woodhall, those from Itireleng live in Thema and most from Ipelegeng are from Peleng. This however is
not significant since some of the respondent students from all the schools hailed as far as Otse (a village
28
20Km from Lobatse), while some came from Molapowabojang, which is about 10 Km from Lobatse.
Some students do not necessarily choose to study in schools closest to them. They pass other schools
each day on the way to their school. it is observed from
Table 5 that the correlation is significant at 0.011level. Correlation between dwelling and always absent
is (r= 0.360**) showing a weak positive relationships between the variables. This shows dwelling does
besides
dwelling place, which determine absenteeism in schools.
Correlation between rate of absenteeism and reasons
Table 6: Factors relating to being absent
Waking up
late
I hate
school
I dislike
some
subjects
Friends
influence
Fear of
some
teachers
Trouble
at home
Always absent correlation -0.014 -0.022 -0.010 0.015 -0.017 -0.004
Sig. (2-tailed) 0.885 0.815 0.92 0.878 0.862 0.968
N 114 114 114 114 114 114
Correlation is significant at the 0.01 level (2-tailed)
A number of choices were given to the students, so as to find out if they could be the reasons they absent
themselves. These choices were: Not coming to school when they realise that they had woken up late, not
attending because they hated school, having strong dislike for some subjects, succumbing under peer
pressure and being influenced by others not to attend, having fear of some teachers who could be on duty
or meeting them in some subjects through the day and having some reason emanating from home that
could hinder them from attending.
carried out and it is observed from Table 6 that the correlation is significant
at 0.01level. Correlation between always absent and waking up late(r= -0.14),I hate school (r=-0.022), I
dislike some subjects(r= -0.010), (r= 0.015), Fear of some teachers (r= -0.017) and
Trouble at home(r=-0.004) showing a weak negative relationships between always absent and most of
the variables. This shows that students from the four schools sampled do not consider always being
absent as much related to these other variables.
29
4.4 Causes of absenteeism
Figure 3
Figure 3 above shows that family related issues have the highest response as a cause of student
absenteeism. 37.7% of the teachers and 55.6% of the students affirmed this. Factors such as, denying that
absenteeism existed was at 22.8% from the teachers whilst 22.2 % of the students said the absenteeism
was due to personal reasons. To a certain extent school related issues were also viewed as causes.
Reasons for not coming to school
Table 7: Descriptive Statistics
N Minimum Maximum Mean
Waking up late 114 1 99 2.473684
Hate school 114 1 99 2.526316
Dislike subjects 114 1 99 3.096491
Frien 114 1 99 4.377193
Fear of some teachers 114 1 99 4.438596
Trouble at home 114 1 99 5.008772
Valid N (listwise) 114
Table 7, above reveals a high mean at 5.01 for students who said that troubles at home causeabsenteeism
and lowest mean of 2.47 indicating that waking up late is a cause for absenteeism. This findings links to
figure 3 which also indicated that family related problems causes absenteeism.
Sickness
Fam ily related
Financial
D enying
absentisim
Personal
School related
O ther
Teachers 6.1 37.7 5.3 22.8 5.3 16.7 6.1
Students 11.1 55.6 11.1 0 22.2 0 0
0102030405060
30
Drug abuse as a cause of absenteeism
Table 8: Drugs as a cause of absenteeism amongst students
Cigarettes Alcohol Marijuana
Strongly agree 7 1.8 9
Agree 13 2.6 1.8
Neutral 9 1.8 0.9
Disagree 15.7 24.6 13.2
Strongly disagree 62.6 68.4 13.2
Table 8above shows a highest disagreement, that is, the percentage of those who indicated disagree
combined with the percentage of those who indicated strongly disagree; cigarettes at 78.3%, alcohol at
93% and marijuana at 26.4%, were recorded among the drugs listed as causes of absenteeism. This might
be the case because no student can declare that he/she takes drugs due to fear of victimization. Some
students admitted to having tasted or taken cigarettes at least once, but they did not admit to them having
any relation to their absenteeism.
4.5 Solutions to absenteeism
Figure 4 Punishment as a solution to absenteeism
12.2
87.0
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
D isagree Strongly disagree
D isagree
Strongly disagree
31
For the reasons that the students are on the receiving end of punishment, 99.2% of them do not view
punishment as a solution to absenteeism (figure Y). The ubiquitous method of administering punishment
in public Junior Secondary Schools in Botswana is corporal punishment. The students automatically
have that frame of mind when they are asked about punishment.
Figure 5 Teachers who discipline students for absenteeism
Fifty percent (50%) of the teachers say that they discipline students who habitually absent themselves
from school without valid reason. The aforementioned teachers use this punishment as a form of
discipline measure, not as a way of inflicting physical pain to the students. The students also know that
they could be punished if they unlawfully play truant.
32
Teachers and schools heads solution to curbing absenteeism
Figure 6 Ways of curbing absenteeism
The school authorities, mainly the School Head and the Deputy School Heads indicated that stakeholder
involvement (at 50%) and home visits(also at 50%) as well as taking firm action will solve absenteeism
effectively while teachers also concur on stakeholder participation (55%) and monitoring students (22%)
as a solutions to student absenteeism . School authorities here are seen as taking a reactive role towards
the problem as opposed to being pro-active.
Absenteeism can be reduced and designation
Table 9: Teachers in agreement that absenteeism can be reduced
Strongly
agree
Agree Neutral
HOH 3 2 0
Senior Teacher I 0 1 0
Senior teacher II 1 0 0
Teacher 0 1 1
Total 4 4 1
0.0
10.0
20.0
30.0
40.0
50.0
60.0
Hom e visits Monitoring students
Stakeholder involvem ent esp parents
Taking firm action
(policies)
Responses
Teachers
school heads
33
Table 9 indicates that eight teachers (88.9%) have positive hope that though there is high prevalence of
absenteeism in schools chances of it being reduced is very high. The teachers mentioned such methods as
making home visits and calling forth parents of those students who excessively play truant as well as
keeping attendance records and making follows up on persistent cases. In regard to availability of
policies that are used to curb absenteeism majority of teachers 88.9% felt that there are policies in place
to apprehend absenteeism. This is the new Pastoral Policy that takes the welfare of the students into
serious consideration. To an extent that there are teachers that do not do the actual teaching in
classrooms, but are rather employed on behalf of the students in order to deal with their issues without
disrupting the school programmes. Internally, there are individual policies that are in charge of matters
that are unique to each school. These are tabulated at meetings and amended as needed by the teaching
staff and the Senior Management of the schools.
34
Chapter 5
5.0 Discussions, implications and recommendations
5.1 Introduction
Each of the above questions and their related findings are discussed below, together with what they imply
and the subsequent conclusions emanating from them.
5.2 Discussions
This study can be replicated by any other researcher using similar instruments because there is a lot of
objectivity and inter-tester reliability. According to of reliability is
different data collector, similar results could still be obtained. The good thing about cross sectional
studies is that the relationships between variables are easily determined. Despite a certain degree of
failure to secure cooperation, a desirable number of respondents had been obtained. In some cases where
complete cooperation was obtained there was failure to execute interview procedures as the researcher
had planned. This was a case where the teachers in charge preferred to have them taking care of the
distribution of the questionnaires to the students with the researcher looking on. An ideal situation is
whereby the researcher has a one on one meeting with the students to reduce the degree of fear of
victimisation. The presence of the teachers leads to falsification of answers, where the students who had
been identified by the researcher as habitual truants from the school records denied their truancy.
5.3 Implications
What the study came up with is the insinuation that the students have no problem with the policies in
place for curbing absenteeism. For the school to have preventative measures of absenteeism it does not
necessarily have to instil rules that are so rigid they turn the school into a mini penitentiary. However
there is a need to educate all stakeholders on the policies put in place by the school authorities. It is a
good thing that there are circles of support within the new pastoral regulations, since they have positive
outcomes. The Head of Houses are allowed to follow up students who habitually play truant and dig the
core of the problems in order to deal with them with the guidance office as well as the other school
also bears improvement in the way the administration deals with the students. This system gives students
a chance to be part of the leadership, hence empowering them; this ultimately encourages good peer
interaction and a reduction in prevailing problems.
35
Even when the students are given liberty to air their views, the kind of questions that required students to
give their opinion about attitude mostly yielded negative answers. The student though, indicated a love
for school and very little problems with the teachers who taught them, as well as the subjects that they
were offered in school. On the question that required them to say what their favourite event in school
was, they gave extra- curricular activities instead of academic based activities. Very few mentioned the
Prize Giving Ceremony, but many listed sporting activities and once off activities such as talent shows.
This calls for the schools to have more engaging educational activities that will draw students to school.
The students had their favourite day at school for various reasons such as days when they had double
lessons and triple lessons. They said on such days they enjoyed school since they did not have to carry a
lot of books in their bags. In schools nowadays there is a lot of vandalism, lockers where books are kept
are no longer used for fear of being broken into, therefore the students have to carry books for all their
subjects, everywhere they go, through-out the day. The students find this cumbersome and would rather
leave some books behind, leading to them skipping those lessons for which the books have been left. On
this regard, the school has to find ways in which the books can be kept in a safe place, where learners can
have access to them during the day.
5.4 Conclusion
The increased interest in school related problems is shown through emerging studies, new policies
formulated and nation-wide rules that bind the secondary schools. Even though there is some element of
absenteeism, it is one problem that is not easy to combat. Many students; both male and female, in their
teens absent themselves from school illicitly. The role of the administration is to ensure that the policies
that are in place are utilised as this will curb such problems at levels that can be controllable, like at
Junior Secondary School level, where the schools are small and the students are easy to contain. The
main problem comes if the policies are just too strict for the students, ending up causing dropouts and
other issues that can emanate from the problem of absenteeism. The teachers who are not at
administration level fail to acknowledge the high extent of the problem, insisting that they take
disciplinary measures against the culprits. The students on the other hand concede to the high prevalence
of absenteeism, but they say punishing the offenders is not a viable solution to the problem. They denied
its link with drugs but rather listed home dynamics as being the chief reason for absenteeism. They
mentioned such things as having to attend to funerals, weddings, religious rituals and other family
commitments. This emanates from our Setswana culture which calls for involvement in family matters
from early ages. Some students said they periodically had to miss school so that they could go to their
home villages as they had migrated in order to attend better schools.
36
5.5 Recommendations
Some of the strategies that could be adopted in our schools are: To make students feel welcome in
schools, to engage the parents more in the welfare of their students. The latter was mentioned by a lot of
teachers as one of the methods that they employ to reduce the prevalence of absenteeism. Students could
also be rewarded for good attendance as well as the school engaging the students in different and
interesting teaching strategies. An environment where there is mutual respect between the teachers and
the students also brings about a reduction to a number of problems, absenteeism included.
The senior management vie for home visits as well as to fully put into practice existing policies on
absenteeism whereas those teachers who are not in authority designations feel that monitoring of
making follow ups on frequent cases as well as involving parents more would
surely reduce the rate of absenteeism.
37
References
Abosi, C.O., & Kanji - Murangi, I. (1995).Education in Botswana: A reading text. Gaborone, Botswana:
Macmillan.
Baker, M.L., Sigmon, J.N., & Nugent, M.E. (2001). Truancy reduction: Keeping students in school.
Washington, DC: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention.
Babbie, E. R. (1990). Survey research methods. Belmont, CA: Wadsworth Pub. Co.
Bell, J. (1999). Doing your research project: A guide for first time researchers in education and social
science. Buckingham: Open University Press.
Botswana Federation of Trade Unions.(2007). Policy on education in Botswana. Gaborone, Botswana:
Friedrich Ebert Stiftung.
Bryman, A. &Burgess, B. (1994).Reflections on qualitative data analysis.Analysing qualitative data.
Leicester: Routledge.
Carlifornia Department of Justice, Office of Attoney General. (2014). In school and On Track 2014:
Retrieved fromhttp://oag.ca.gov/truancy/2014
Child Trends Databank.(2014) Student Absenteeism. Retrieved from
http://www.childtrends.org/?indicators=student-absenteeism
Cohen L,.&Manion, L. (2000). Research methods in education. London: Routledge.
Cresswell, J. W. (2003). Research design: Quantitative, qualitative, and mixed methods approaches.
Thousand Oaks, CA: Sage Publications.
Publications.
38
Kerr, J. (2011). Does contact by a family nurse practitioner decrease early school absence. Retrieved
from http://www.attendanceworks.org/wordpress/wp-content/uploads/2012/10/JOSN
Lefrancois, G. (2000).Psychology for teaching. Belmont, USA: Wadsworth.
Miles, M.B. &Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage
Publications.
Neuman, L.W. (2005). Social Research Methods: Qualitative and Quantitative Approaches. Boston:
Allyn and Bacon.
Railsback, J. (2004). Increasing Student Attendance: Strategies from Research and Practice. Portland:
Northwest Regional Educational Laboratory.
Revised National Policy on Education. (1994). Gaborone: Government Printer.
Saunders, S.M., Lewis, P. and Thornhill, A. (2003).Research methods for business students. New
York: Prentice Hall.
Taylor, C. & Ryan, C. (2005). Excellence in education: The making of great schools. London: David
Fulton Publishers Ltd.
Thomas, J.R., & Nelson, J.K. (2001).Research Methods in Physical Activity. United States of America:
Human Kinetics
Ulmer, J.T.& Wilson, M.S. ( 2003). The potential contributions of quantitative research to symbolic
interactionism.Symbolic Interaction. 26: 531 552
Vision 2016 Simplified booklet for secondary school and out of school youth. Ministry of Education.
Gaborone: Government Printer.
39
Von Cranach, M. (1988).The knowledge of social systems. The psychology of the social. Cambridge,
UK. 15 40.
Yin, R.K. (2003). Case study research: Design and methods (Applied social research methods).
Thousand Oaks, CA: Sage Publications Inc.
